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AUTISM

A developmental disability that severely

hinders the way information is gathered and

processed by the brain, causing problems incommunication, learning and social

behaviors.

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Autism

It typically appears during the childs

first three years, occurs in roughly 15 to 20

of every 10, 000 births and is four timesmore common in males and females.

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Developmental Disabilities

Social Behavior related to environment and to

interact with others in a social setting

Cognitive Behavior reflected in how the childsolves problems or achieves tasks that require

thinking

Communication Behavior has difficulty in

language

Self-Help Behavior delay in acquiring self-help

skills

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SUBGROUPS and RELATED DISORDER

Pervasive Developmental Disorder ( PDD)

Category is a general category of disorders which

are characterized by severe pervasive impairment

in several areas of development.

Individuals who fall under this category exhibit

commonalities in communication and social

deficits but differs in terms of severity.

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Classifications of PDD

1. AUTISTIC DISORDER

- impairments in social interaction, communication,

imaginative play prior to 3 years; stereotypebehaviors, interests and activities.

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2. ASPERGERS DISORDER

impairments in social interactions and the presence

of restricted activities with no clinically significantgeneral delay in language and testing in the range

of average to above average intelligence.

High functioning autism

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3. Pervasive Developmental Disorder Not

Otherwise Specified ( PDD-NOS )

The child does not meet the criteria of a specifieddiagnostic but there is severe and pervasive

impairment in specified behavior.

Atypical autism

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4. RETTS DISORDER

- a progressive disorder which occurs only to girls

- period to normal development and then loss ofpreviously acquired skills

- loss of purposeful use of hands replaced withrepetitive hand movements beginning at the age of

1 4 years old.

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5. CHILDHOOD DISINTEGRATIVE

DISORDER

- characterized by normal development for at leastthe first 2 years then followed by a significant loss

of previously acquired skills.

- regressive autism

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Causes of Autism

1. Biological or neurological differences in

the brain

2. Physical disorders of the brain

3. genetic

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Symptoms of Autism

Profound failure to relate to other people

Impaired or delayed language acquisition and

comprehension Sensory Dysfunction

Inappropriate and/or flat effect

Stereo-typed, repetitive, self-stimulatory behaviors

Normal appropriate play

Obsessive ritualistic

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Characteristics

Difficulty in mixing with other children

Acts as deaf

No fear of dangers

Resists change in routine

Indicates need by gestures

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Characteristics

Inappropriate laughing or giggling

Not cuddly

Marked physical over-activity

No eye contact

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Characteristics

Inappropriate attachments to objects

Spins object

Sustained odd play

Standoffish manner

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Indicators

Physical Health

- The child is generally healthy

- Good looking

- Picky eater

- Exhibits disturbed sleeping patterns

- Has no apparent sense of pain; unable to

localize pain

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Indicators Fine Motor

- The child may either have good or poor

perceptual-motor skills

- Is absorbed by some objects with tendency to getattracted to spin/round/whirl/tap objects

- Self-stimulates by touching surfaces/ edges /arranging objects precisely repetitively

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Indicators

Language-cognitive/ Intellectual

- The child shows deficit in the use of language

-Under reacts to language visuals

- Demonstrate rote learning

- Exhibits inappropriate recall experiences

- echolalic

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Indicators

Self-help Skills

- The child is delayed in performing tasks such as

eating, dressing and grooming- Is unable to assume age-appropriate

responsibilities

- Lags behind in discriminating and avoidingdangers

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Is there a cure for Autism?

There is no definite cure but behavior

can be managed through:

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Behavior Management Through family training andreinforcements

Special Education Individualized Instruction

Structured and predictable schedules orroutine

Extensive visual cues

Task analysis

Behavior Modification It is aimed to eliminate unwantedbehaviors, develop desirable ones andteach skills that will permit the child todevelop and learn as normally as possible.

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Community Programs Vocational education andplacement programs

Recreational programs

necessary for enjoyment andphysical well-being

Government AwarenessProgram

Autism Week observedevery 3rd Week of January

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Curricular Emphases for CWA

Communication Development expressive skills throughspeech or augmentative systems.

Increase understanding of the environment

Socialization with emphasis on appreciating andcommunicating feelings, managing frustrations, impulsecontrol and relaxation.

Use academic instruction appropriate to the developmentallevel of the student

Vocational and community-living skills including self-helpskills.

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Learning Problem to be Addressed1. Organization when face with complex organizational

demands, CWA are frequently immobilized andsometimes will not be able to begin their required task.

2. Distractibility it takes many forms in the classroom:reacting to outside noises or visually following

movements instead of completing the required work.

3. Sequencing difficulty in remembering precise order ortasks because they focus concretely on specific details anddo not see the relationship between them.

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4. Generalization difficulty in applying what has

been learned in one situation to similar things.

5. Uneven profiles of skills and deficits some

CWA can have extraordinary abilities to seespatial relationships or understanding concepts but

unable to use these strengths because of

organizational and communicative limitations.

6. Receptive language many CWA, especially at a

very young age, may not understand language.

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Educational Methods

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Structured TeachingAspects of structure

Physical environment

Schedules Proactive routines

Visual structure

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Structured TeachingPhysical structure refers to the way we set up and

organize each area in the classroom, where weplace the furniture and materials.

Clear physical and visual boundaries

Minimize visual and auditory distractions

Develop basic teaching areas

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Board

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Sample of a Physical Structure

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Book Shelf

Book

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For Group Activities

MediaWhite Board

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Holding Area

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Sample Job Works with Visual Cues

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Job Work for Higher Level

1. Read Sentence

John works in the hospital.

2. Underline the noun

John works in the hospital.

3. Write the noun under its classification.

Person Place Thing Event

John hospital ____ __________ ______ ____ _____

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